Int. J. Learn. Technol.最新文献_第4页

The relationship between student conceptions of constructivist learning and their engagement in constructivist based blended learning environments 学生建构主义学习观念与他们参与建构主义混合式学习环境的关系

Int. J. Learn. Technol. Pub Date : 2017-12-07 DOI: 10.1504/IJLT.2017.088408

Haruni Machumu, Chang Zhu

{"title":"The relationship between student conceptions of constructivist learning and their engagement in constructivist based blended learning environments","authors":"Haruni Machumu, Chang Zhu","doi":"10.1504/IJLT.2017.088408","DOIUrl":"https://doi.org/10.1504/IJLT.2017.088408","url":null,"abstract":"Emerging methodological and technological systems designed to accommodate students unprecedented demand and needs, which incorporate both in-class learning methods and digital technologies learning environments, invite students to engage in the given learning activities. This study investigated the relationship between students' conceptions of constructivist learning and their engagement in constructivist based blended learning environment (CBLE). A mixed research methods design was used to collect data from 722 students at the Mzumbe University, Tanzania. The results indicated a significant positive correlation between students' conceptions of constructivist learning and their engagement in CBLE. The results showed that students had positive conceptions of constructivist learning. The results offer significant contributions to constructivist educators and education stakeholders about what should be considered while encouraging student engagement in CBLE. The study concludes that students' conceptions are essential to the success of their learning in CBLE since their active constructivist engagement in diverse learning activities depends on their constructivist conceptions.","PeriodicalId":367062,"journal":{"name":"Int. J. Learn. Technol.","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132065783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

An empirical study on attribute selection of student performance prediction model 学生成绩预测模型属性选择的实证研究

Int. J. Learn. Technol. Pub Date : 2017-12-07 DOI: 10.1504/IJLT.2017.088407

Pamela Chaudhury, H. K. Tripathy

引用次数: 10

An integrative approach based on using annotations and computer-mediated feedback to support learners' proficiency in the English language 一种基于使用注释和计算机媒介反馈来支持学习者熟练掌握英语的综合方法

Int. J. Learn. Technol. Pub Date : 2017-09-08 DOI: 10.1504/IJLT.2017.086383

A. AbuSeileek

引用次数: 1

Internet addiction, academic performance and personality traits: a correlational study among female university students 女大学生网络成瘾、学业成绩与人格特质的相关研究

Int. J. Learn. Technol. Pub Date : 2017-09-08 DOI: 10.1504/IJLT.2017.086382

Spiridoula Kakaraki, Nikolaos Tselios, C. Katsanos

{"title":"Internet addiction, academic performance and personality traits: a correlational study among female university students","authors":"Spiridoula Kakaraki, Nikolaos Tselios, C. Katsanos","doi":"10.1504/IJLT.2017.086382","DOIUrl":"https://doi.org/10.1504/IJLT.2017.086382","url":null,"abstract":"This study examines the relationship of internet addiction with personality, academic performance, and internet self-efficacy in the context of higher education. In addition, the study investigates the relationship between two questionnaires that measure internet addiction: the internet addiction test () and the online cognition scale (OCS). The study sample was 110 Greek female students at their second year of studies in educational sciences. Participants completed the following questionnaires: internet self-efficacy (ISE), Big Five personality test (Big Five), internet addiction test (IAT) and online cognition scale (OCS). Questions on participants' demographics and internet usage experience were also used. A moderate negative significant correlation was found between personality and internet addiction. The highest magnitude of this negative correlation was observed for the Big Five emotional stability trait. Internet addiction did not significantly correlate with academic performance, nor did it significantly correlate with internet self-efficacy. Moreover, no significant correlation was found between academic performance and internet self-efficacy. Finally, a strong positive significant correlation was found between IAT and OCS.","PeriodicalId":367062,"journal":{"name":"Int. J. Learn. Technol.","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121968937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Towards extending traditional informal learning tools in the workplace with social functionalities 将传统的非正式学习工具扩展到具有社交功能的工作场所

Int. J. Learn. Technol. Pub Date : 2017-09-08 DOI: 10.1504/IJLT.2017.086381

C. Touré, Christine Michel, J. Marty

{"title":"Towards extending traditional informal learning tools in the workplace with social functionalities","authors":"C. Touré, Christine Michel, J. Marty","doi":"10.1504/IJLT.2017.086381","DOIUrl":"https://doi.org/10.1504/IJLT.2017.086381","url":null,"abstract":"Companies commonly implement knowledge-sharing platforms to promote informal learning in the workplace. These platforms can suffer from lack of use. Enterprise social media (ESM) are other means of communication that are increasingly proposed to workers as a frame for collaboration and knowledge sharing. They nevertheless present risks of misuse that may threaten both effective learning and enterprises’ return on investment. In this paper, we discuss the principles and features of social media and present to what extent they promote informal learning in the workplace. We then propose to implement, in a real context, a user-centred design methodology to 1) extend a traditional knowledge-sharing tool with social features; and 2) show how these social features can be adapted to match the needs of workers and give them a more propitious and sustainable learning environment. Outcomes of the implementation in a real context show that: 1) added social functionalities promote workers’ participation, visibility, reputation and group awareness; 2) applying a user-centred approach to the design of the tool showed a specific distribution in the management of the different features, according to role distribution in the community of practice: it was perceived by workers as a guarantee of better use of the social features; and 3) adding reflexive indicators gives great potential to the tool to trigger positive intrinsic benefits, positive attitude and continuous use of the learning tool. A first qualitative assessment shows positive results from our design choices in terms of feature usefulness, user satisfaction and benefits in the given context. We are currently working on further evaluation to consolidate and generalize our findings on the value of comments, ratings and reflexive indicators to socialize traditional knowledge-sharing tools and sustain their use for informal learning in the workplace.","PeriodicalId":367062,"journal":{"name":"Int. J. Learn. Technol.","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122583220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Assisting activity analysis in professional learning environments. Case study: activity analysis of trainees on nuclear power plant full-scale simulators 协助专业学习环境下的活动分析。案例研究:核电厂全尺寸模拟器学员活动分析

Int. J. Learn. Technol. Pub Date : 2017-09-08 DOI: 10.1504/IJLT.2017.086380

Karim Sehaba, Olivier Champalle, A. Mille

引用次数: 0

An examination of virtual environment training fidelity on training effectiveness 虚拟环境培训保真度对培训效果的检验

Int. J. Learn. Technol. Pub Date : 2017-05-05 DOI: 10.1504/IJLT.2017.083997

Roberto K. Champney, K. Stanney, L. Milham, M. Carroll, J. Cohn

{"title":"An examination of virtual environment training fidelity on training effectiveness","authors":"Roberto K. Champney, K. Stanney, L. Milham, M. Carroll, J. Cohn","doi":"10.1504/IJLT.2017.083997","DOIUrl":"https://doi.org/10.1504/IJLT.2017.083997","url":null,"abstract":"Live training is a vital component of military training. Unfortunately it can be expensive, resource intensive, of limited accessibility or impossible to achieve due to the risks involved. Virtual environment (VEs) training environments can provide trainees with opportunities to practice key skills and work out performance issues in a more cost effective environment, which may lead to more efficient use of live training time. The current study explored this premise by conducting a transfer of training study that examined the question of whether pre-training in low and/or high fidelity VEs can lead to time savings and improved performance in live training environments. In this study, four-person teams received training on a room clearing task either on a low fidelity VE, a high fidelity VE, or no pre-training at all, after receiving familiarisation on the task. After training, all groups transferred to a live shoothouse for 20 test trials. Results suggest that high fidelity VE pre-training may facilitate both faster skill acquisition and better performance in a transfer environment. Although sample size may have prevented the findings from reaching statistical significance, the effects were consistent and of moderate to high effect sizes, suggesting an effect is present.","PeriodicalId":367062,"journal":{"name":"Int. J. Learn. Technol.","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130158603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11

Design of a pedagogical model to promote knowledge generation in virtual communities 促进虚拟社区知识生成的教学模式设计

Int. J. Learn. Technol. Pub Date : 2017-05-05 DOI: 10.1504/IJLT.2017.083998

Sara Redondo-Duarte, Antonio Sánchez-Mena, Enrique Navarro-Asencio, S. Vega

引用次数: 7

Students' evaluation of tutors in distance education: a quasi-longitudinal study 远程教育中学生对导师的评价:一项准纵向研究

Int. J. Learn. Technol. Pub Date : 2017-05-05 DOI: 10.1504/IJLT.2017.083995

S. Kotsiantis, Nikolaos Tselios, M. Xenos

引用次数: 1

University student satisfaction and perceived effectiveness of a blended learning course 大学生满意度与混合式学习课程的感知效果

Int. J. Learn. Technol. Pub Date : 2017-05-05 DOI: 10.1504/IJLT.2017.083996

Chang Zhu

{"title":"University student satisfaction and perceived effectiveness of a blended learning course","authors":"Chang Zhu","doi":"10.1504/IJLT.2017.083996","DOIUrl":"https://doi.org/10.1504/IJLT.2017.083996","url":null,"abstract":"Universities started to implement online learning to support face-to-face learning. However, student satisfaction and perceived effectiveness of blended learning courses are linked to their previous learning experience, personal preferences and other student and teacher variables. This study examines student satisfaction and perceived effectiveness of a blended learning course and key factors related their satisfaction and perceived effectiveness in a Belgian university. In total 117 students enrolled for this course participated in an online survey and a random sample of 22 students participated in the interviews. The results indicate that student background and situational variables (international or local students, full-time or part-time students) perceived the effectiveness of the blended learning course differently. Part-time students had a higher perception of the effectiveness of the blended learning course. International students were more in favour of the blended learning mode than local students. Teacher competence and teacher support were regarded as the most important determinants for student satisfaction with the blended learning course. Other important factors influencing student perceptions and satisfaction with the blended learning course were examined and the results were discussed.","PeriodicalId":367062,"journal":{"name":"Int. J. Learn. Technol.","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121502683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 13